O estágio e o desafio decolonial: (des)construindo sentidos sobre a formação de professores/as de Inglês
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2018-02-16
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Universidade Federal de Goiás
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The reconceptualization of linguistics in a proposal of critical practice has brought important
reflections for language studies. The consideration of other voices, recognizing what we can learn
from those on the margins, broadens our possibilities as applied linguists and invites us to look at
ourselves as well as at the practices we reproduce. In addition, this critical perspective challenges
us to transgress the boundaries that separate disciplinary knowledge, which moves us away from
the possibility of expanding our views by taking into account other kinds of knowledge (MOITA
LOPES, 2006). In line with this proposal of problematization, decolonial thinking is discussed by
social scientists as a standpoint, a way of being in the world (MIGNOLO, 2014). The decolonial
challenge consists of problematizing colonialities, which maintain and reproduce violent ways of
living in this world and thinking about it. In this study, I take this path of decolonial criticism and,
based on the knowledge of those who experience the teaching practicum – school teachers,
university teachers and pre-service teachers, I discuss the following objectives: a) to problematize
the structure of the teaching practicum and discuss the main challenges faced in the English
teaching practicum; b) to problematize the interpersonal relationships built during the teaching
practicum by those participants; c) discuss the possibilities of re-signifying both the structure and
the interpersonal relationships of the teaching practicum. To enable these reflections, I talked to
teachers from different contexts in the Midwest: 10 university teachers (5 from Goiás, 3 from Mato
Grosso, 1 from Mato Grosso do Sul, and 1 from the Federal District); 11 schoolteachers (8 from
one city in Goiás and 3 from one city in Mato Grosso); and 40 pre-service teachers (12 from a
university in Goiás, 13 from a university in the Federal District, 9 from a university in Mato
Grosso, and 6 from another university in Goiás). Thus, the interpretations and discussions of the
knowledge constructed in this study are based on principles of qualitative research (DENZIN;
LINCOLN, 2013), considering aspects of a decolonial practice. Regarding the structure of the
teaching practicum, our main reflections, in this doctoral dissertation, point to a teaching practicum
highly influenced by a technical perspective of teacher education and oriented by documents that
emphasize collaboration between school and university without promoting conditions for the
accomplishment of this task. In addition, the separation of teacher observation and teaching
practice does not seem to make sense, since there is not involvement of the pre-service teachers
and university teachers in the school life. Concerning the interpersonal relationships, we
problematize the lack of interaction that characterizes the teaching practicum, the hierarchy that
separates teachers, based on the place where they work, and the type of relationship experienced
within the university itself. In addition, we focus on the conflicts that are generated by a teaching
practicum that is planned at the university, without negotiation with the school, and we think about
possibilities for a more integrated work. Based on these problematizations, I advocate a decolonial
teaching practicum, that goes beyond bringing university and school together, and promotes an
epistemological re-conceptualization which can make the teaching practicum a space of speech and
careful listening (SILVESTRE;, 2017; REZENDE, 2017) for all participants.
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BORELLI, Julma Dalva Vilarinho Pereira. O estágio e o desafio decolonial: (des)construindo sentidos sobre a formação de professores/as de inglês. 2018. 222 f. Tese (Doutorado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2018.